Beyond the curriculum: learning to teach primary literacy

Twiselton, Samantha (2003) Beyond the curriculum: learning to teach primary literacy. In: Bearne, Eve, Dombey, Henrietta and Grainger, Teresa, (eds.) Classroom Interactions in Literacy. Open University Press, Maidenhead, pp. 63-74. Full text not available from this repository.

Official URL: http://www.mcgraw-hill.co.uk/html/0335213855.html

Abstract

This book examines some of the complexities and debates about language, literacy and learning, challenging current assumptions about shared understanding of pedagogical principles. It foregrounds social and cultural issues and the nature of interaction between children and teachers; children and children; children and texts of all kinds; and the significance of wider interactions within the teaching profession.

The contributors revitalise debate about the nature of professional knowledge, provide insights into the detail of classroom discourse and teacher interventions and examine the transformative possibilities of literacy. They argue for a more open and expansive agenda informed by an analytically constructive view of pedagogy and challenge the profession to move from restrictive certainties to the potent possibilities of development through uncertainty and risk.

Item Type: Book Section
Publisher: Open University Press
ISBN: 9780335213856
Related URL(s):
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education > Early Years and Primary Undergraduate Partnership QG
Depositing User: Insight Administrator
Date Deposited: 16 Nov 2010 15:19
Last Modified: 26 Aug 2016 16:08
URI: http://insight.cumbria.ac.uk/id/eprint/644

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